Conference Session

Outstanding Contributions to Student Learning through Laboratory Experiences

Collection

2014 ASEE Annual Conference & Exposition

Authors

Harry Courtney Powell, University of Virginia; Joanne Bechta Dugan, University of Virginia

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modern engineering environment, especially for electricaland computer engineers. Virtually any non-trivial system - an electronic automotive enginecontrol unit for example - requires an understanding of concepts from across the entire spectrumof ECE. Furthermore the central component that integrates these concepts is an embeddedcomputer. As a means of reducing the tendency to "boxing", we use our introductory course inembedded computing to motivate and contextualize concepts from across our curriculum.Many ECE curricula have a course in microcontrollers or embedded computing, covering topicssuch as digital input/output (I/0), analog to digital conversion (A/D) or the use of timers. Whilethis is certainly prerequisite knowledge, little is done to

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Charles E. Pierce, University of South Carolina; Nicole Berge, University of South Carolina

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recommendations expressed in thismaterial are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation.References1. Goodhew, P., Education moves to a new scale. NanoToday 2006, 1, (2), 40-43.2. Mohammad, A. W.; Lau, C. H.; Zaharim, A.; Omar, M. Z., Elements of Nanotechnology Education in Engineering Curriculum Worldwide. Procedia - Social and Behavioral Sciences 2012, 60, 405-412.3. Barranon, A.; Juanico, A., Major Issues in Designing an Undergraduate Program in Nanotechnology: The Mexican Case. WSEAS Transactions on Mathematics 2010, 9, (4), 264-274.4. Crone, W. C.; Lux, K. W.; Carpick, R. W.; Stone, D. S.; Hellstrom, E. E.; Bentley, A. K.; Lisensky, G., Integrating Nanoscale Science and Engineering

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Milo Koretsky, Oregon State University; John L. Falconer, University of Colorado Boulder; David L. Silverstein P.E., University of Kentucky; Bill Jay Brooks, Oregon State University; Debra M. Gilbuena, Oregon State University; Christina Smith, Oregon State University

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Paper ID #9061Collaborative Research: Integration of Conceptual Learning throughout theCore Chemical Engineering Curriculum – Year 3Dr. Milo Koretsky, Oregon State University Milo Koretsky is a Professor of Chemical Engineering at Oregon State University. He received his B.S. and M.S. degrees from UC San Diego and his Ph.D. from UC Berkeley, all in Chemical Engineering. He currently has research activity in areas related engineering education and is interested in integrating technology into effective educational practices and in promoting the use of higher-level cognitive skills in engineering problem solving. His

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jennifer Vernengo, Rowan University; Stephanie Farrell, Rowan University; Jennifer Kadlowec, Rowan University; Johannes Strobel, Texas A&M University

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Paper ID #10355Enhancing the STEM Curriculum Through a Multidisciplinary Approachthat Integrates Biology and EngineeringProf. Jennifer Vernengo, Rowan University Jennifer Vernengo is an Assistant Professor of Chemical Engineering at Rowan University. Jennifer re- ceived her Ph.D. from Drexel University in 2007. She began work as a materials scientist at Synthes Bio- materials, then joined Drexel University College of Medicine as postdoc in 2009. Jennifer two published research papers and one patent in the area of injectable biomaterials for orthopedic tissue replacement and repair. She is particularly interested in

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Zenaida Otero Gephardt, Rowan University; Stephanie Farrell, Rowan University; Mariano Javier Savelski, Rowan University; C. Stewart Slater, Rowan University

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FreshmanChemical Engineering course at the State University of New York-Stony Brook,4 has yieldedpositive assessment results. This work has resulted in the development of classroom problems,laboratory experiments and demonstrations that can be used throughout the undergraduateengineering curriculum and for K-12 outreach. The results have been disseminated throughASEE conference papers, the ASEE Chemical Engineering Division – CHED Summer Schoolfor Faculty.5 Problem sets developed through this work appear in undergraduate engineeringtextbooks.6Particulate systems can be found in more than 90% of pharmaceutical and chemical processes.6Laboratory experiments and demonstrations that include particulate systems is an excellent wayto integrate particle

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Joseph Jinlee Kim P.E., California State University Long Beach

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and construction management, sustainable design and construction, building information modeling, project management practices, and engineering educational research methods. He is an active member of ASCE and ASEE. Page 24.459.1 c American Society for Engineering Education, 2014 Effectiveness of Green-BIM Teaching Method in Construction Education Curriculum Jin-Lee Kim Department of Civil Engineering & Construction Engineering Management California State University at Long

Conference Session

NSF Grantees’ Poster Session

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2014 ASEE Annual Conference & Exposition

Authors

Tamara J. Moore, Purdue University; Kristina Maruyama Tank, Iowa State University; Aran W. Glancy, University of Minnesota, Twin Cities; Emilie A. Siverling, Purdue University; Corey A. Mathis, Purdue University

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markets in Ecuador, the fishermen need a small container tocook the fish in so they can be sold for the greatest profit (Year 2 – Cooker Container Problem).This curriculum is presented to take place over two years, but it can be taught as one large unit. Year 1 – Ice/Freezer ProblemThis unit uses context integration for almost every lesson, but overall, the unit has contentintegration as engineering, science, and mathematics objectives were all present. This unit keepsthe engineering design context at the center of the students’ attention throughout; however, theterms “engineering” or “engineering design” are not generally present. The lesson plans tend touse “challenge” or “problem” instead. Table 4 provides an overview of the lessons

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Norb Delatte P.E., Cleveland State University

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instrumentas an appendix. 4“The results from multiple universities and multiple course offerings demonstrate that failurecase studies can be used to provide indirect, quantitative assessment of multiple student learningobjectives. Several outcomes that constitute the professional component of the curriculum maybe assessed in this way.”“The strongest results were for student outcomes (f) an understanding of professional and ethicalresponsibility, (h) the broad education necessary to understand the impact of engineeringsolutions in a global, economic, environmental, and societal context, (i) a recognition of the needfor, and an ability to engage in life-long learning, and (j) a knowledge of contemporary issues.Although student outcomes (d), an ability

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jianyu Dong, California State University, Los Angeles; Huiping Guo, California State University, Los Angeles

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support; Don’t assume that students will come to Professor to ask questions.Our previous publication described several examples of how to use the above strategies, andinterested readers can refer to [10] for details. C. Integrating CPBL-beyond-Classroom into Curricular StructureA successful curriculum should offer a rich and balanced learning experience with variousinstructional strategies including lecturing, CPBL activities, and other active learningcomponents. In this section, the curricular structure of EE440 is described as an example toillustrate how to integrate CPBL-beyond-Classroom model in teaching practice. We hope thisclassroom-tested curricular structure can serve as a reference for other colleagues in similarinstitutions to

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Stephanie Farrell, Rowan University; Jennifer Vernengo, Rowan University; Tom Merrill, Rowan University; Jennifer Kadlowec, Rowan University; Mary M. Staehle, Rowan University; Robi Polikar, Rowan University

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Paper ID #10013Organ-izing the engineering curriculum with biomedically related learningmodulesDr. Stephanie Farrell, Rowan University Dr. Stephanie Farrell is an Associate Professor of Chemical Engineering at Rowan University (USA). She obtained her PhD in Chemical Engineering from New Jersey Institute of Technology in 1996. Prior to joining the faculty at Rowan in 1998, she was an Assistant Professor of Chemical Engineering and Adjunct Professor of Biomedical Engineering at Louisiana Tech University until 1998. Dr. Farrell has made contributions to engineering education through her work in experiential learning, focusing

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Hakan Gurocak, Washington State University, Vancouver; Ashley Ater Kranov, Washington State University

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engineers whocan do system design and integration using motion controllers and Programmable LogicControllers (PLC) as the primary building blocks for automation/mechatronics applications.They are not expected to design controllers, control algorithms or interface electronic circuits atthe board level or program microprocessors.In this curriculum development effort, our goal was to complement the existing controls andmechatronics curricula. We aimed to “teach the fundamentals”, but in the context of industrialmotion control technology to address the gap.In this paper, we present an overview of a new modular curriculum designed in collaboration withindustry to “teach the fundamentals”, but in the context of industrial motion control technologyand

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Lorraine Kisselburgh, Purdue University; Carla B. Zoltowski, Purdue University, West Lafayette; Jonathan Beever, Penn State University; Justin L. Hess, Purdue University, West Lafayette; Andrew James Iliadis; Andrew O. Brightman, Purdue University

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Page 24.458.1 c American Society for Engineering Education, 2014 Effectively engaging engineers in ethical reasoning about emerging technologies: A cyber-enabled framework of scaffolded, integrated, and reflexive analysis of casesAbstract: Training future engineers to effectively handle ethical dilemmas they will encounterin developing and implementing new technology is a critical and relevant challenge for a nationthat is advancing science and engineering technologies at an ever increasing rate. Each yearthousands of new engineers join the workforce and face novel issues raised by radicaltechnological advances. Concurrently, changing societal responses to new technologies

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Shiwen Mao, Auburn University; Yingsong Huang, NetApp Inc.; Yihan Li, Auburn University

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andexperiment with real wireless waveforms and applications.In this paper, we report our experience on the development of an SDR laboratory course at theundergraduate level to enhance the Bachelor of Wireless Engineering (BWE) curriculum atAuburn University, an ABET-accredited program and first-of-its-kind in the US. With the 1 Department of Electrical and Computer Engineering, Auburn University, 200 Broun Hall, AuburnUniversity, Auburn AL 36849-5201, smao@ieee.org 2 Network Appliance, 800 Cranberry Woods Drive Suite 400, Cranberry Township, PA 16066,yzh0002@tigermail.auburn.edu 3 Department of Electrical and Computer Engineering, Auburn University, 200 Broun Hall, Auburn

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Andres L. Carrano, Auburn University; Wendy A. Dannels, Rochester Institute of Technology (NTID); Matthew M. Marshall, Rochester Institute of Technology (COE)

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process, also known as Genchi Gembutsu (or “go and see”), is an integral part of the PDCA problem solving. It requires that the teams gather data at the source of the problem while brainstorming in a structured way such as using tools like fishbone diagrams, decision trees or the 5 Why’s. This module ends with the team debriefing to the rest of the class on their A3 document from problem definition up to their proposed countermeasure plan. Then the teams go through the activity again per their proposed countermeasure known as implementation plan (step 6) to confirm the result (step 7). If the result is a success, then the standardize/control concept (step 8) is briefly discussed. Module 3 (session C): During the third

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Claire L. A. Dancz, Arizona State University; Melissa M. Bilec, University of Pittsburgh; Elizabeth A. Adams, Mesa Community College; Mikhail Chester, Arizona State University; Kristen Parrish, Arizona State University; Thomas P. Seager, Arizona State University; Amy E. Landis, Arizona State University

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. She is the Principal Investigator in a multi-disciplinary and multi-institutional research project, NSF EFRI-Barriers, Under- standing, Integration – Life cycle Development (BUILD). She has worked in the sustainable engineering arena since 2004. As the assistant director of education outreach in the Mascaro Center for Sustainable Innovation, Pitt’s center for green design, she translates research to community outreach programs and develops sustainable engineering programs for K-12 education.Dr. Elizabeth A Adams, Mesa Community CollegeProf. Mikhail Chester, Arizona State UniversityProf. Kristen Parrish, Arizona State University Kristen Parrish is an Assistant Professor in the School of Sustainable Engineering and the

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Philip J. Parker P.E., University of Wisconsin, Platteville; Carol Haden, Magnolia Consulting, LLC; Steven D. Hart, U.S. Military Academy; Michael Keith Thompson, University of Wisconsin, Platteville; Matthew W. Roberts, University of Wisconsin, Platteville

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Paper ID #9177Creating an Infrastructure Education Community of PracticeDr. Philip J. Parker P.E., University of Wisconsin, PlattevilleDr. Carol Haden, Magnolia Consulting, LLC Carol Haden is s Senior Evaluator with Magnolia Consulting, LLC. She holds a doctorate in Curriculum and Instruction with an emphasis on program evaluation from Northern Arizona University. Dr. Haden has extensive experience in the evaluation of formal STEM education projects across the K-20 spectrum and the evaluation of informal STEM Education and Public Outreach (E/PO) programs. She has designed and implemented evaluations of programs

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Cary David Troy, Purdue University, West Lafayette; Rebecca R Essig, Purdue University; Brent K. Jesiek, Purdue University, West Lafayette; Josh Boyd, Purdue University; Natascha Trellinger Buswell, Purdue University, West Lafayette

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both focused writing instruction as well as integrated writingin the discipline (WID) (Petraglia, 1995). In fact, there are many arguments for including writingacross the engineering curriculum, and throughout an engineer’s education. First, it is proposedthat technical writing is best learned in the context of the technical material being communicated(Buzzi, Grimes, & Rolls, 2012). When writing is only addressed in a communications course, itperpetuates the myth that writing is not an important part of actual engineering. The inclusion ofwriting in technical courses stresses the importance of writing to developing engineers andencourages them to develop the necessary proficiency desired by employers. Second, proficiencyin technical

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kimberly Warren, University of North Carolina, Charlotte; Chuang Wang, University of North Carolina, Charlotte

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Paper ID #10689A Preliminary Analysis of the Impact of Geotechnical Concept Tools (GCT)Integrated into a Civil Engineering ClassroomDr. Kimberly Warren, University of North Carolina, Charlotte Dr. Kimberly Warren is an Associate Professor at the University of North Carolina at Charlotte who specializes in the field of Geotechnical Engineering, a discipline of Civil Engineering. She holds her Civil Engineering degrees from Virginia Tech and North Carolina State University. Her disciplinary re- search involves the use of geosynthetic materials (polymeric materials) incorporated into Civil Engineer- ing Structures including

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Saryn R. Goldberg, Hofstra University; Jennifer Andrea Rich, Hofstra University; Amy Masnick, Hofstra University

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. Page 24.1251.1 c American Society for Engineering Education, 2014 The use of metacognitive writing-to-learn prompts in an engineering statics class to improve student understanding and performanceIntroductionWriting-across-the-curriculum initiatives tend to focus on the idea of using writing as a means todeepen student understanding of concepts and rhetorical practices in the discipline.1, 2, 3 It iscommon practice in these programs to integrate as much writing as possible in differentdisciplinary contexts.4, 5 , 6 The supposition is that writing naturally enhances learning in most, ifnot all, learning spaces. This notion dates back to Janet Emig’s classic

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Christine Ehlig-Economides, Texas A&M University; Bugrahan Yalvac, Texas A&M University; Emily Binks-Cantrell, Texas A&M University; Sarma V. Pisupati, Pennsylvania State University, University Park; Don R. Gilman PE, PMP, Texas A&M University IT Project Management Office; Reza Toossi, California State University, Long Beach; Sukesh K. Aghara, University of Massachusetts, Lowell; Timothy Allen Robinson, Penn State University; Dennie L. Smith, Texas A&M University; Mehmet C. Ayar, The Scientific and Technological Council of Turkey (TUBITAK)

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Paper ID #10328Live Energy: US Faculty Co-Author an Electronic Textbook to Deliver theMost Up-to-date and Relevant Content in Energy and SustainabilityDr. Christine Ehlig-Economides, Texas A&M University Dr. Ehlig-Economides has been full professor of petroleum engineering at Texas A&M University in the Albert B. Stevens endowed chair since 2004. Before that she worked for Schlumberger for 20 years in well test design and interpretation, integrated reservoir characterization, modern well construction design, and well stimulation. She has worked in more than 30 countries and authored more than 60 papers. Dr. Ehlig

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NSF Grantees’ Poster Session

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2014 ASEE Annual Conference & Exposition

Authors

Steven W. Villachica, Boise State University; Donald Plumlee, Boise State University

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Paper ID #8617Forming a Coalition to Decrease Freshout Rampup Time in the EngineeringWorkplace: A Business Plan for an Academic, Industry, and GovernmentPartnershipDr. Steven W Villachica, Boise State University Steve Villachica is an Associate Professor of Instructional and Performance Technology (IPT) at Boise State University. His research interests focus on leveraging expertise in the workplace in ways that meet organizational missions and business goals. He is currently working on an NSF grant to increase engineer- ing faculty adoption of evidence-based instructional practices [NSF #1037808: Engineering Education

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Tom Weller, University of South Florida; Carol M. Haden, Magnolia Consulting, LLC; Jeff Frolik, University of Vermont; Paul G. Flikkema, Northern Arizona University; Aaron T. Ohta, University of Hawaii at Manoa; Sylvia W. Thomas, University of South Florida; Rhonda R. Franklin, University of Minnesota; Wayne A. Shiroma, University of Hawaii at Manoa

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-authored over 85 professional journals and conference publications and 4 book chapters. Dr. Franklin was the recipient of the 1998 Presidential Career Award for Scientists and Engineers by the National Science Foundation. She is an active member of the MTT-S society in the technical area of passives, packaging, integration and microwave education and is currently an Associate Editor of the IEEE Microwave Wireless Components Letters.Dr. Wayne A. Shiroma, University of Hawaii at Manoa Page 24.119.2 c American Society for Engineering Education, 2014 A Systems-Centric

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NSF Grantees’ Poster Session

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2014 ASEE Annual Conference & Exposition

Authors

Vikram Kapila, Polytechnic Institute of New York University

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sensors, microcontrollers, mechatronics, and robotics through training, mentoring, and real-world collaborative engineering research, to renew their science, math, and research skills.2. Provide teachers with experience, skills, and resources in hands-on, engineering research and entrepreneurship, including prototype product development, so that they can integrate real- world technology used by scientists and engineers in their classrooms and labs.3. Enable project personnel to integrate their research, teaching, curriculum and lab development, and outreach activities. Mechatronics is selected as the intellectual focus of this project for several reasons. First,as a multidisciplinary subject, mechatronics can provide an

Conference Session

NSF Grantees’ Poster Session

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2014 ASEE Annual Conference & Exposition

Authors

Jeremy Kingma, Washington State University; Eve A. Riskin, University of Washington; John B. Schneider, Washington State University; Robert G. Olsen, Washington State University; Sonya Cunningham, University of Washington; Dawn Wiggin, University of Washington ; Kirk A. Reinkens, Washington State University; Scott Winter, University of Washington

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background in math andscience prior to beginning the curriculum at college. Completing the requirements for graduationin four years is difficult, even for students able to begin the program in the first semester.Students unprepared to begin engineering curriculums face an even greater challenge, especiallyin completing the series of math courses required for all disciplines. Unfortunately, studentsunprepared to begin the engineering curriculum are found disproportionally from economicallyand educationally challenged backgrounds. In fact, Reardon finds that the income achievementgap (the difference in standard test scores and grade point averages between children fromfamilies in the top 10 percent of the income distribution and those from families in

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Niaz Latif, Purdue University Calumet (College of Technology); Mohammad A. Zahraee, Purdue University Calumet (College of Technology); Aco Sikoski, Ivy Tech Community College; Branislav Rosul, College of DuPage

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and engineering programs, including the Energy Technology and Pre-Engineering Program. Developing programs to meet industry workforce needs and student’s successes are his priorities. He served as an educational co-chair and chair of the curriculum committee of the Indiana Energy Consortium. He is a member of the Executive Board of Association of Technology Management and Applied Science and a visiting team member. Additionally, he serves on the advisory boards for College of Technology at Purdue University Calumet, Purdue University North Central and the Porter County Career Center.Mr. Branislav Rosul, College of Dupage Dr. Branislav Rosul, Investigator Dr. Rosul completed his Bachelors of Science in Mechanical

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NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Milo Koretsky, Oregon State University; Susan Bobbitt Nolen, University of Washington; Debra M. Gilbuena, Oregon State University; Erno Lehtinen, University of Turku; Marja Vauras, Centre for Learning Research, University of Turku; Gavin Tierney, University of Washington; Simone E. Volet, Murdoch University, Perth, Australia

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focus on what prevents students from being able to integrate and extend the knowledge developed in specific courses in the core curriculum to the more complex, authentic problems and projects they face as professionals. Dr. Koretsky is one of the founding members of the Center for Lifelong STEM Education Research at OSU.Dr. Susan Bobbitt Nolen, University of Washington Susan Bobbitt Nolen is a Professor of Learning Sciences & Human Development in the University of Washington’s College of Education. She holds a PhD in Educational Psychology from Purdue Univer- sity. Her research focuses on the development-in-context of motivation to learn in school subjects and the relationships among motivation, engagement, and

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Montasir Abbas P.E., Virginia Tech; Lisa D. McNair, Virginia Tech

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) Page 24.637.14 Develop Faculty Expertise  Develop materials that explain benefits of learning through multiple methods (i.e., traditional lectures combined with games).  Demonstrate materials and teaching methods at workshops to help instructors use multiple teaching methods.  Establish an online distribution site that includes a discussion forum for sharing classroom experiences.Implement Educational Innovations  Integrate online games into traditional instruction in Transportation Engineering courses at home institution.  Work with high school teachers to include course module in driver’s education courses.  Digitally disseminate game, course module, and assessment tools that Transportation

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Tina Hudson, Rose-Hulman Institute of Technology; Shannon M. Sipes, Rose-Hulman Institute of Technology

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Paper ID #10154Developing Critical Thinking Skills in a Mixed-Signal Test and Product En-gineering CourseDr. Tina Hudson, Rose-Hulman Institute of Technology Tina Hudson is an Associate Professor at Rose-Hulman Institute of Technology. She received her Ph.D. in Electrical Engineering from Georgia Institute of Technology in 2000. She teaches in the areas of analog and digital circuits and systems, analog and mixed-signal integrated circuit design and testing, and MEMS. Her education research interests include the development of critical thinking skills and intuition in undergraduate students and course development based on

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Melissa M. Bilec, University of Pittsburgh; Daniel Mosse, University of Pittsburgh; Margaret S. Smith, University of Pittsburgh; Jennifer L Cartier, University of Pittsburgh

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Paper ID #9261Developing Highly Qualified Middle Grades Teachers With Expertise in STEMDisciplines via SUSTAINSDr. Melissa M. Bilec, University of Pittsburgh Dr. Bilec is an assistant professor in the Swanson School of Engineering’s Department of Civil and Environmental Engineering. Dr. Bilec’s research program focuses on sustainable healthcare, the built environment, and life cycle assessment. She is interested in improving the overall environmental perfor- mance of buildings while connecting the occupants in a more thoughtful manner. She is the Principal Investigator in a multi-disciplinary and multi-institutional

Conference Session

Laboratory Experiences with Mechanical, Materials and Fluid Systems

Collection

2014 ASEE Annual Conference & Exposition

Authors

Nebojsa I. Jaksic, Colorado State University, Pueblo

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. Chiou13 et al. also use a Dimension uPrint 3D printer to fabricate plasticparts for a walking robot in their robotics and mechatronics course. However, the prices of the3D printers used in the above research as well as the maintenance and material costs are highprecluding such 3D printers to be fully integrated into undergraduate engineering education. Forexample, uPrint 3D printers start at $14,900 which is about an order of magnitude higher thanUP Plus 3D printers.While inexpensive, the 3D printers used in our 3D-printing lab are still based on the newesthardware and software developments. MakerBot’s Replicator 2 was introduced in September2012, while Replicator 2X started shipping in limited quantities on February 25, 201314. Thepurchase order